Category Archives: Social Sciences

You’ll find domain-specific material designed to meet Common Core Standards in social studies, along with adapted and differentiated materials that deal with a broad array of conceptual knowledge in the social sciences. See the Taxonomies page for more about this category.

Arthur Tappan

Arthur Tappan: (1786-1865) U.S. merchant and philanthropist. Born in Northampton, Massachusetts, he operated various mercantile businesses, including a silk-importing firm in New York (1826-1837) with his brother Lewis Tappan (1788-1873); they also founded the first commercial credit-rating service (1841). He used his wealth to support missionary societies and the abolitionist crusade, helping found the American Anti-Slavery Society and serving as its first president (1833-40). After breaking with William Lloyd Garrison, he created the American and Foreign Anti-Slavery Society (1840). The brothers later supported the Underground Railroad.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

The Weekly Text, 1 July 2022: A Lesson Plan on the Crime and Puzzlement Case “The Great Diamond Heist”

The Weekly Text from Mark’s Text Terminal for the first of July 2022 is a lesson plan on the Crime and Puzzlement case “The Great Diamond Heist.” I open this lesson with this Cultural Literacy worksheet on allusion (a half-page document with a three-sentence reading and three comprehension questions–just the basics). To conduct your investigation into this act of larceny, you will need the PDF of the illustration and questions that serve as the evidence in this case. Finally, for your students to bring the culprit or culprits to the bar of justice, here is the typescript of the answer key.

And that’s it for another week. I hope you are enjoying a relaxing summer.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

The Doubter’s Companion: Hard Work

“Hard Work: The work ethic remains a popular explanation for the success of the West. This doubtful argument relies heavily on comparing humans to insects such as ants. Above all, the work ethic has a feel about it of low-level morality aimed at the poorer end of society.

There are lots of poor in the world who work all the time. On the other hand, large deposit banks, although non-productive, have been among the most profitable institutions over the last half-century. Their executives continue to work relatively short hours. The executives of large, publicly traded corporations work longer hours than the poor. And they compete with each other—not with other corporations—to work ever harder; by spending more of each day at their desks processing paper and developing relationships. This benefits their reputations and their careers. There is no proof that it has an effect on productivity or profits or the corporation.

Entrepreneurs are quite different. They usually have to work very hard in order to create their enterprise in order not to have to work hard later on in their lives. In other words, they create in order not to work.

To the extent that the west has succeeded, it is probably the result not of work but of innovation—not just technological, but social, intellectual, political, verbal, visual, acoustical, even emotional. In order to innovate some have spent a great deal of time thinking and experimenting, perhaps more than any other civilization in history.

Technological innovation in particular continues as if we were on an unstoppable roll. Yet our structures do not as a rule reward physical hard work. What they do favor is a narrowly defined type of intense labor that is best described as white-collar slogging.”

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.

Term of Art: Visual Motor/Perception Test

“visual motor/perceptual test: A type of test that measures a child’s fine motor skills and perceptual ability in sensory areas. These tests include:

  • Beery Developmental Test of Visual Motor Integration
  • Bender Visual Motor Gestalt Test
  • Detroit Test of Learning Ability-2
  • Comprehensive Test of Visual Functioning
  • Test of Auditory Perceptual Skills
  • Learning Efficiency Test II
  • Quick Neurological Screening Test
  • Motor Free Visual Perception Test”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

The Doubter’s Companion: Democracy

Democracy: An existential system in which words are more important than actions. Not a judgmental system.

Democracy is not intended to be efficient, linear, logical, cheap, the source of absolute truth, manned by angels, saints or virgins, profitable, the justification for any particular economic system, a simple matter of majority rule or for that matter a simple matter of majorities. Nor is it an administrative procedure, patriotic, a reflection of tribalism, a passive servant of either law or regulation, elegant or particularly charming.

Democracy is the only system capable of reflecting the humanist principle of equilibrium or balance, The key to its secret is the involvement of the citizen.

Excerpted from: Saul, John Ralston.The Doubter’s Companion. New York: The Free Press, 1994.

Cultural Literacy: Fascism

Here is a Cultural Literacy worksheet on fascism. This is a full-page worksheet with a seven-sentence reading (a couple of which could easily be broken up) and nine comprehension questions.

Fascism, as you may know, is a notoriously slippery concept, but is nonetheless thrown around casually–I myself once (fortunately, before I was of voting age) ludicrously characterized President Jimmy Carter as a fascist. I studied authoritarian political movements as an undergraduate and can report that even experts on fascism–e.g. Walter Laqueur and George Mosse–were careful with the term and were circumspect about using the word casually. Indeed, Professor Mosse in particular, with whose work I am quite familiar, grappled for much of his career with his agnosticism about fascism and fascist movements.

All of this is a long way of saying that while this worksheet is far from perfect, it is a decent general introduction to some of the cultural, economic, and political aspects of fascism. As much as the seven sentences of text in this document expose, they are notable for the questions they leave unanswered and therefore arouse. In fact, this may be a good document for starting students’ questioning of the conceptual elements of fascism (trust me, they are wide-ranging, disparate, and frequently just plain crazy).

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

The Weekly Text, 24 June 2022: Summer of Soul Lesson 4

Here is the fourth and final lesson plan of the Summer of Soul unit I wrote earlier this year. This lesson opens with this short reading with three comprehension questions on the concept of “a seat at the table,” i.e. joining in decision-making processes, particularly where those decisions concern oneself. The mainstay of this lesson is this reflection and assessment guide for discussion and note-taking at the end of this unit.

Because this is it. You now have access to all four lessons in this unit. If you expand this, or otherwise change it, I would be very interested in hearing what you did. I wrote this unit quickly to capitalize on student interest (Summer of Soul won the Oscar for Best Documentary Feature at the 94th Academy Awards in 2022). Even as I presented the unit, I recognized that there is a lot of room to expand and improve this material.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Oswald Spengler

“Oswald Spengler: (1880-1936) German philosopher. A schoolmaster before he turned to writing, Spengler is remembered for his influential The Decline of the West (2 volumes, 1918-22), a study in the philosophy of history. He contended that civilizations pass through a life cycle, blossoming and decaying like natural organisms, and that Western culture is irreversibly past its creative stage and headed into eclipse. Though acclaimed by a public disillusioned in the wake of World War I, his work was criticized by both professional scholars and the Nazi party, despite some affinities with its dogma.”

Excerpted/Adapted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Archimedes

Here is a reading on Archimedes along with its vocabulary-building and comprehension worksheet.

Is there anything more I need to say about this polymath from Syracuse? He gave us the lever, and shouted “Eureka” (Greek for “I have found it”) when he solved the problem of the Golden Crown.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

56 Pillars

“In prehistoric Britain, fifty-six stone pillars stood in the outer circle of Stonehenge. In more recent times, the National War Memorial in Washington, erected after World War II, commemorates the dead with fifty-six pillars (also the number of signatures on the 1776 Declaration of Independence of the thirteen states). And in Beijing’s Tiananmen Square, to commemorate the sixtieth anniversary of the People’s Republic, fifty-six towering red columns were erected to represent the ‘equal, united and harmonious’ ethnic groups of China.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.